Access to Language and Cognitive Development
Michael Siegal, Luca Surian
Oxford University Press, 2012 - Language Arts & Disciplines - 252 pages
One of the most important questions about children's development involves how knowledge acquisition depends on the effect of language experience. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? Likewise, what are the effects on development of impaired access to language?
This book is the first to confront directly the issue of how possessing an enhanced or impaired access to language influences children's development. Its focus is on learning environments, theory of mind understanding and the process of deriving meaning from conversations. The book features state of the art chapters written by leading scholars - psychologists, linguists and educators - who are concerned with bilingualism, deafness, atypical child development, and development in cultures with limited vocabularies in areas such as number concepts. Throughout, it maps out what is known about the interface between language and cognitive development and the prospects for the future directions in research and applied settings
'Access to Language and Cognitive Development' will be of considerable interest to all those who are concerned with the development and welfare of children. It will be of particular interest to researchers and professionals interested in the effects of bilingualism and deafness on young children and in advances in assessment of atypically developing children - for example, those with autism or cerebral palsy who have an impaired access to participation in conversation.
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3-year-olds abilities acquisition adults asked Asperger syndrome assessed attachment security Baron-Cohen behaviour Bialystok bilingual children caregivers Child Development children with autism children with CP children’s internal-state children’s later children’s understanding cognitive development Cognitive Sciences communication conventionality conversation correlated cues cultural Dahlgren Sandberg deaf children deficits Developmental Psychology Diesendruck early emotion evidence executive functions experience experimenter false belief false-belief tasks footbridge Fritzley Gelman hearing parents inhibitory input interaction internal-state language internal-state talk Itakura Italian Japanese joint attention knowledge Kovács linguistic longitudinal Meins mental age mind-mindedness mind-related comments mirror neuron monolingual mothers novel numerical cognition object Okanda people’s performance Perner Peterson Pirahă predict preschoolers processes Psychological Science re-learning reasoning representations Ruffman siblings Siegal sign language Slovenian-Italian speakers specific speech SSPI studies suggest Surian theory of mind ToM skills ToM tasks typically developing children understanding of mind verbal yes bias yes-no questions young children